EDUCATION PRIORITIES

1
EDUCATION PRIORITIES THE MTBPSDEPARTMENT OF
EDUCATION

• 1 November 2006

2
PRESENTATION OUTLINE

• Financing progress pressures in provincial
  education funding
• Strategic considerations
• 2007 priority areas into process
• MTBPS on education

3
gt Education System Assessment 1

• Good system performance in terms of coverage and
  access
• Negative assessments on quality
• Weak performance on 2000 SACMEQ 2003TIMMS
• Other less systematic evidence
• Quality the key Improving learning and teaching
  for learner achievements
• Range of recent developments to support this
• Improving non-personnel recurrent expenditure
  no fee schools
• Increased capital spending
• Personnel grade progression, career pathing

4
gt Education System Assessment 1

• Budgets continue to grow in real terms while
  learner numbers have stabilised
• Growth in the right places
• Particularly non-personnel recurrent spending
  (20 per year over MTEF)
• Per learner spending becoming more equal between
  provinces
• Funding norms also driving greater equity within
  provinces
• Capital spending grew particularly rapidly
  between 2002/03 and 2005/06
• Personnel continue to decline as proportion of
  budgets in favour of complementary inputs

5
gt Overall Budgets
6
gt Infrastructure growth
7
gt Non-personnel recurrent
8
gt Per learner spend non-personnel recurrent
9
gt Composition of budgets - shifting towards
non-personnel
10
gt But significant pressures

• Previous bids underfunded
• NPNC No fee schools Learner support material
  and curriculum
• QIDS-UP
• Universalising Grade R Integrated ECD plan
• HR Systems, capacity monitoring (EMIS)
• Personnel
• Accelerated pay progression incentives
• No savings in 2005/06 to roll over for
  implementation
• In-year spending trends show pressures on
  implementation
• Range of issues flowing from Education Capacity
  Assessment (Cluster) packages for principals
  district staff circuits, school support staff,
  office staff
• Long-term supply position
• Infrastructure
• Budgets leveling off
• IDIP identified capacity constraints both
  current and to provide for better planning,
  alignment of planning and budgeting cycles and
  oversight/monitoring
• Backlogs remaining even in most basic areas of
  sanitation, water, electricity

11
gt Current infrastructure needs plans
12
Expenditure as at 30 September 2006 vs 2006
Adjusted Estimates
MTEF Baseline 2006 (ENE) AE Exp as at 30 Sept 2006 Deviation Spent
R000 R000 R000 R000
National 14 129 233 14 299 176 10 313 965 3 985 211 72.13
Eastern Cape 13 065 022 13 065 022 6 026 646 7 038 376 46.13
Free State 5 272 241 5 272 241 2 544 309 2 727 932 48.26
Gauteng 12 281 967 12 281 967 5 387 101 6 894 866 43.86
KwaZulu-Natal 16 209 078 16 209 078 7 976 875 8 232 203 49.21
Limpopo 11 066 540 11 066 540 4 980 421 6 086 119 45.00
Mpumalanga 6 218 010 6 390 857 2 834 918 3 555 939 44.36
Northern Cape 1 644 424 1 644 424 828 582 815 842 50.39
North West 6 305 386 6 305 386 3 046 478 3 258 908 48.32
Western Cape 6 988 131 7 047 193 3 215 017 3 832 176 45.62
13
WHAT IS NEEDED?

• the lessons that emerge from the District
  Development Support Programme confirm what much
  of worldwide literature on schooling improvement
  is beginning to show that learner improvement
  requires a clear statement of learning goals and
  standards accountability pressure to get actors
  to seek those standards, and plenty of support to
  help the actors (especially teachers) come to
  standard. Both pressure and support is needed
• Crouch (2006)
• (the DDSP showed a 30 gain in learner
  achievement over the period 2000 to 2002
  implemented in 492 primary schools in KZN,
  Northern Cape, Limpopo and Eastern Cape)

14
Proposals for New Funding over the MTEF

• Department of Education Priorities
• FET Preparation for examiners and setting of
  question papers for NCS examinations
• IQMS
• Systemic Evaluation
• Macro funding needs increase to baseline
  subsidy to HEIs and
• Information Communication Technology.
• System priorities where funds must flow through
  the Department of Education (See System
  Priorities)
• FET Bursaries
• Initial Supply of Teachers and
• Adult Literacy.

15
FET Preparation for examination and setting
question papers for the NCS examination(Programme
4)

• The first NCS examination will be implemented in
  2008. Preparations commenced in 2005
• To ensure readiness question papers will be
  prepared over next three years i.e. 2006 Grade
  10, 2007 Grade 11 and 2008 Grade12
• Additional funds will mainly be utilised for
  translation and printing of question papers,
  remuneration of Examiners and Moderators and
  computer system.

16
IQMS(Programme 2)

• Improving and ensuring that proper and effective
  implementation of the teacher evaluation system
  takes place
• Funds will be utilised for
• Setting up of system and management of procedures
  and processes
• Data Collection, storage and analysis system
• Monitoring and support of the provinces

17
SYSTEMIC EVALUATION(Programme 3)

• Only 2 system wide sample evaluations of learner
  performance have been done in the past 12 years
• Participation in international assessments and
  evaluations needs to be intensified and
• Additional funding will be used to expand scope
  of these evaluations in terms of frequency,
  sample size and grades covered.

18
Macro funding needs - Increase to baseline
subsidy to HEIs(Programme 6)

• Joint Treasury/ Education investigation performed
  on macro-funding needs of higher education
  sector
• The proposed increases addresses critical
  resource issues including capital funding,
  academic staffing levels and the abnormal
  increases of student tuition fees
• A portion of the increased subsidy will also
  address the increased volumes of activity in the
  sector.

19
INFORMATION COMMUNICATION TECHNOLOGY
(ICT)(Programme 4)

• ICT is central to improving the competitiveness
  of South Africa, growing the economy, creating
  jobs and supporting social development
• Through ICT learners will be able to participate
  in knowledge society before they leave school and
  be better equipped for workplace and higher
  education and
• Funding will be utilised for conducting a
  feasibility study and to do research in ICT.

20
System Priorities (Provincial)

• Teacher Development
• Systemic Evaluation
• Qidsup and
• Information Communication Technology (ICT).

21
gt System Priorities 2007 Systemic Evaluation gt
The Case

• Two drivers
• Identify key factors in performance prioritise
  interventions (core assessments)
• Establish accountability (broader testing)
• Requires
• Regular testing
• More intensive utilisation of data, for analysis,
  research
• Stronger base for support intervention
• Link with school based assessment
• Wider spread of testing for accountability

22
gt System Priorities 2007 Teacher supply
development

• Additional funding for
• Increased supply of newly qualified teachers
  (looming shortage of teachers)
• Increased in service training of existing
  teachers (to improve quality in the system)
• Key initiatives
• Bursaries for teacher education to improve
  attractiveness, signal demand and attract some of
  the best
• Improved coordination and management of
  in-service training
• Increased training of educators in all phases

23
gt System Priorities 2007 Teacher supply
demand gt Activities targets

• Teacher development
• Setting up Continuing Professional Development
  Systems project management
• Programme development with Higher Education
  Institutions
• Aim for training of master teachers per year in
  each of Foundation, Intermediate Senior phases
  inclusive education, FET and ECD
• Upgrade remaining under qualified teachers over
  next five years through National Professional
  Diploma in Education
• Principals through Advanced Certificate in
  Principalship over the next five years

24
gt System Priorities 2007 Teacher supply demand

• Bursaries
• Bursaries for 4-year B.Ed, 1-year Postgraduate
  certificate upscaling unemployed, trained
  teachers
• Intended starting with 1,800 bursaries in 2007/08
  and build to greater numbers of bursary holders
  by 2010
• Funding for systems, structure, recruitment

25
gt System Priorities 2007 Systemic Evaluation gt
Activities targets

• National Assessments (Core Evaluation)
  activities
• 5 sample of 2 grades (3,6 9) every three years
  
• Learning areas language, mathematics
• Managed closely controlled by national
  department
• National lead in development of instruments,
  resource banks, analysis dissemination
• Provincial Assessments (Broad Evaluation)
• Teachers districts use materials similar to
  those in Core to gauge performance especially to
  measure progress on interventions such as no fee
  schools, QIDS-UP
• Support drive for accountability
• Full cost of development, provincial pre-testing,
  testing 5, analysis for say Grade 6, 2 learning
  areas
• Need situation where economies of scale and have
  become routine

26
Qidsup

• Identify quintile 1 to 3 primary schools that
  will participate in the programme by March 2011.
• Develop Qidsup minimum resource package to be
  provided to poorly resourced primary schools that
  will participate in the programme.
• Develop Qidsup School Audit Checklist to assess
  whether quintile 1 to 3 primary schools have the
  basic minimum resources.
• Conduct baseline study on learner as well as
  school performance in 5 of the quintile 1 to 3
  primary schools that are located in the districts
  that are under-performing in matric results.
• Use Quality Assurance database to monitor the
  implementation of the programme by recording
  Qidsup schools, resources they need, resources
  they already have as well as learner and school
  performance data.

27
gt The E-Education case

• Digital divide widening within between
  provinces new inequalities opening up
• ICT is central to improving the competitiveness
  of South Africans, growing the economy (demand
  for skilled workers), creating jobs and
  supporting social development
• ICT supports larger systemic, pedagogical
  curricular and assessment reforms facilitating
  improved education
• Ensure that learners are equipped to participate
  in the knowledge society before they leave school
  or FET Colleges
• THEREFORE UNDISPUTED NEED FOR EDUCATION ICT
  STRATEGY IMPLEMENTATION DEBATE ABOUT PACE
  FOCUS
• The strategy
• Targets Universal ICT capability by 2013
• Explores range of delivery models (PPPs
  Government, outsourced)
• Phased from secondary schools teaching Computer
  Applications Technology and Information
  Technology
• Focuses comprehensively on components and
  requirements

28
gt E-Education vision

• Every South African manager, teacher and learner
  in GET FET will be ICT capable by 2013
• Detailed feasibility financial models by mid
  2007 (PPP registration by August 2006)
• Infrastructure in all schools and for all support
  personnel (including maintenance, sustainability,
  security, technical support initial training)
• Broadband connectivity to all schools, FET
  colleges and district offices
• Ongoing professional development for teachers,
  principals and support personnel
• Human resources (National, Provincial and
  District) to drive, manage and support ICT in
  education
• Maintenance and further development of Education
  Portal and content (curriculum innovation)
• Research, monitoring and evaluation

29
gt System priorities 2007 Adult education and
training

• Background and Status Quo
• 4.7 million South African have never been to
  school (totally illiterate)
• 4.9 million South Africans left school before
  Grade 7 (functionally illiterate)
• (Census 1996, 2001 and NHTS 2003)
• Current
• 270,000 Abet learners in 2,339 institutions in
  2004
• Perhaps 50,000 in literacy programmes
• Perhaps 80 000 doing FET type programmes (Gr 10
  12)

30
gt Adult education and training Proposed
Solutions

• Eradicate illiteracy (4.7 million with no
  schooling)
• Extensive plan from Ministerial Committee on
  Literacy, June 2006
• Five-year strategy to eradicate illiteracy
• To be pursued through National Department vote
• Review and Rebuild Adult Basic Education and
  training System (4.9 million functionally
  illiterate)
• Review, development and design Demand
  assessment, Curriculum assessment, institutional
  alternatives, Conditions of service
• Programme systems improvement Learner
  registration and management, monitoring system,
  funding norms standards, educator
  administration system
• Learner numbers and quality enrolments, educator
  numbers and numeration, phasing of norms
  standards, learner support material

31
gt MTBPS on Social Services

• Progress has been made in expanding access to
  education, including the phasing in of no-fee
  schools in 2006. This funding reform is targeted
  at 40 per cent of pupils by 2007. Funding to the
  National Student Financial Aid Scheme has
  steadily increased, contributing to better access
  of disadvantaged students to higher education.
  Last year considerable allocations were made for
  recapitalisation of FET colleges. The 2007 Budget
  will allocate funding for an FET bursary and
  student loan programme to support access of
  disadvantaged students to vocational education
  opportunities.
• Funding for no-fee schooling proposed for 40 per
  cent of learners by 2007 . Upgrading the
  competence and professional qualifications of
  teachers is crucial to education and human
  development over the longer term. A teacher
  development programme is under way, aimed at
  upgrading the qualifications of existing teachers
  to meet the requirements of the new curriculum
  especially mathematics literacy and life
  orientation as well as leadership and
  management skills of school principals.
  Additional allocations are also anticipated for
  learning support materials and improved school
  facilities in provincial education budgets,
  targeted at the poorest 60 per cent of schools.

32
gt MTBPS on Social Services

• Large proportion of additional allocations to
  provinces to improve quality access to
  education, health social development -
  including investments in personnel, in-service
  training development programmes especially
  mathematics, science and life orientation.
• In-service training and development programmes,
  especially in relation to mathematics, science
  and life orientation, will be an integral part of
  these programmes.
• R13,1 billion allocated to social services sector
  over the MTEF to improve remuneration packages of
  selected personnel, employ professional staff in
  health social dev. and boost training
  development
• Further R5,5 billion targeted at improving
  quality of social services - increased transfers
  to provincial government to among others improve
  quality of education through evaluating school
  performance physical infrastructure (school
  libraries laboratories) and equipment

33
SKILLS FOR ECONOMIC DEVELOPMENT
gt MTBPS on Education

• Education remains the key to sustaining long-run
  growth and reducing inequality. The uneven
  quality of schooling, weaknesses in education
  administration, differentiated qualifications and
  salaries of teachers, and inadequacies in skills
  development programmes have to be addressed.
• Initiatives in progress are focused on expanding
  the resources allocated to schools and further
  education institutions, and on addressing
  institutional and managerial challenges, along
  with curriculum reform.

34
gt MTBPS on Education

• The provincial equitable share is projected to
  grow by an annual average rate of 7 per cent in
  real terms.
• Provincial baseline R28,2bn of which R18.6bn
  equitable share and R9.6bn for conditional
  grants.
• R9.6bn for conditional grants no increase to
  health.
• Of R18.6bn for equitable share R13.1bn for
  improvement in personnel remuneration for
  selected personnel, increase in expertise and
  training and development mainly in health.
• The remaining R5.5bn for education, health,
  social development and other such as roads.
• Education policy priorities
• Improving the quality of education through
  evaluating school performance and investing in
  physical infrastructure and equipment, with
  particular emphasis on school libraries and
  laboratories. (Quality Improvement Development
  Strategy for uplifting public schools)
• Teacher upgrading curriculum development
  (especially mathematics literacy, life
  orientation leadership and management skills of
  school principals)
• Additional allocations anticipated for learning
  support materials and improved school facilities

35
gt MTBPS on Education

• The provincial infrastructure grant is increased
  by R4,3 bn over the next three years.The bulk of
  the additional allocation to the provincial
  infrastructure grant will strengthen the expanded
  public works programme in roads, boosting
  employment and skills acquisition..
• DOE Vote 15 R3.7bn over MTEF
• R700 million for new bursary programme for
  trainee teachers (target 1800 student teachers)
  in mathematics, science, technology and
  foundation phase.
• Expansion of Adult literacy programme through
  partnerships with NGOs, adult basic education
  centres and volunteers.
• Higher Education subsidy
• Additional funding for FET bursary student loan
  programme (access to vocational education)

36
Summary of priorities indicated by the Minister
of Finance on 25 October 2006

• Adult Literacy
• Skills Development
• Higher Education (Including resources for
  infrastructure investment at universities)
• Bursary programmes to attract young people in the
  teaching profession, for teachers to improve
  their skills through post-graduate education in
  maths, science and life skills and
• Bursary programmes for deserving entrants into
  FET Colleges.

37
Proposed additional funding for the 2007 MTEF

• Average annual growth 2006/07 2009/10 10,3
  which is well above the inflation rate
• Real growth for 2007 MTEF 5,55
• R3,7 billion for higher education, teacher
  development and further education
• New bursary scheme for prospective educators
  R700 million
• Funding for no-fee schooling 40 of pupils by
  2007 and
• Additional funding for LTSM and improved school
  facilities in provincial education budgets,
  targeted at the poorest 60 per cent of schools.

38
gt MTBPS Specifics
39
Way forward

• Communication to PEDs and MECs on priorities
• Provincial visits to PEDS by DoE First week of
  November 2007
• Provincial visits to PT and PEDS by DoE and NT
  second November 2007
• Analyses of Provincial Education estimates in
  terms of priorities January 2007

40

• THANK YOU.

41
Detail of Specific Key Performance Areas at
National LevelEMIS(Programme 2)

• A provincial roll-out project plan has been
  developed and provided to provincial education
  departments for inputs
• Roll-out of the SA-SAMS system in all public
  schools as a first phase of unit record
  collection is in progress
• Design and develop a unit record system and
  tracking system for implementation by provinces
  over the next 3 to 5 years
• Develop and implement Business Intelligence/Decisi
  on Support Systems Pilot testing has commenced
• Improve quality of data through data quality
  audits, standards implementation, enhancement of
  systems and training Tender for sample survey
  has been awarded and work started during
  September 2006
• During July/August the Department distributed
  licenses according to provincial request

42
Ensuring a credible IQMS(Programme 2)

• Personnel expenditure is the education sectors
  highest spending item at around 80. A system of
  measuring teacher performance is therefore of
  high importance.
• IQMS has been developed and implemented in
  provinces, however, provinces require support and
  monitoring
• The Department has introduced an audit and
  monitoring tool
• The Department has developed a creative
  moderation tool which will ensure that scores are
  not inflated and that they are a true reflection
  of the teachers worth.

43
Monitoring and Support for NCS Implementation(Pro
grammes 3 and 4)

• Training workshops
• Teaching guides
• Assessment guidelines
• Analysis and distribution of Grade systemic
• assessment results
• Increased visits by subject advisers
• TV broadcasts of new subjects and concepts
• Textbook and reading book guidance and provision
  and
• Teachers in the classroom, and textbooks for all
  learners.

44
Recapitalisation of FET Colleges(Programme 4)

• New Programmes New qualifications framework
  gazetted curricula for 11 programmes aligned to
  ASGI-SA
• Lecturer Training R10 000 per lecturer for
  professional development 2 000 lecturers to
  receive training during October/November 2007
• Funding New funding norms developed -
  programme-based, encourage efficiency and
  quality, output bonus (throughput
  rates/examination results), pro-poor
• Audit of FET college programmes and staff
  establishment norms was carried out Guidelines
  for the management of multi-campus institutions
  were developed
• Infrastructure and Equipment audit Development
  and acquisition for new programmes in progress
  and
• FET College Bill Address governance, management,
  staffing and funding norms, is currently going
  through Parliamentary process.

45
Higher Education Brief Sector Overview
(Including Enrolment Planning)(Programme 6)

• The Higher Education Branch conducted an
  assessment of the performance of the public
  higher education system over the 10-year period
  1996-2005
• Assessment was performed in terms of the 18 goals
  of the 1997 White Paper on Higher Education
  Transformation
• Result showed that the higher education system
  had met most, but not all, of the White Papers
  transformation targets
• Unsatisfactory targets related to
• (a) The fields of study in which students are
  enrolled and
• (b) Student success and graduation rates.